ABSTRACT
Multiculturality is increasingly shaping the space of the classroom, expressing a variety of traits and existential conditions. In a time where multiculturality and digital interactions are the common standards, human languages remain a strong identity feature, which hinders communication. The need to overcome language barriers in the exposition of theoretical contents, determined by different subjects involved in design teaching, demands new strategies for more inclusive knowledge transfer in higher education. The aim of this study is to investigate the potential of drawing in bridging such a gap. Teacher-generated drawing has not yet been addressed as a teaching strategy, therefore, we developed a method which inquires its efficacy. During one semester, we practiced knowledge transfer through drawing in a theoretical course and gathering the students' responses at the end of each session by having them voluntarily fill a questionnaire. After the students' evaluation of the process was concluded, it was shown that drawing can be a useful tool to overcome language barriers in knowledge transfer and that its ability to promote empathy further facilitates interactions in the classroom.
